Neuro-Linguistic Processing and Reprogramming in Nursing Students: Outcome Evaluation

Objective. This study investigated how nursing students experienced the Neuro-Linguistic Processing and Reprogramming (NLPR) model and whether their reports aligned with findings from an earlier study examining the same model among general course participants.
Methods. A qualitative descriptive design was used. Open-ended responses from de-identified anonymous course evaluation questionnaires (N = 65) were analyzed using reflexive thematic analysis. Inductive coding was followed by interpretation using the NLPR framework to connect participants' experiences with the model's proposed mechanisms.
Results. The analysis produced eight higher-order themes: physiological safety, language awareness, self-awareness, agency and choice, self-compassion, behavioral integration, group-based learning, and tolerance for ambiguity. The thematic pattern and relative frequency of the themes closely matched those reported in the earlier study.
Conclusion. The nursing student data supported and extended the earlier findings. The results were consistent with the NLPR framework and its proposed processes of autonomic regulation, language-based redirection, and behavioral integration. The convergence of findings in a high-stress training population provides further support for the model.

Neuro-Linguistic Processing and Reprogramming, NLPR, Nursing Students, Reflexive Thematic Analysis, Autonomic Regulation, Language Redirection.

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